CHAPTER I
INTRODUCTION
A. Background Issues
Learning theories emerged with the development of psychological theory. One among the famous theory of learning is learning theory of behaviorism with the character BF Skinner, Thorndike, Watson and others. It is said that, the theories they learn in the principal experimental results are in a sense more emphasis behavioristik the behavior of real physical and can be measured. [1]
But along with the development of civilization and the development of science, the theory has several weaknesses, which requires new thinking learning theory. It is said that, the theories of behaviorism that is automatic-mechanical deep linking stimulus and response, so it seemed like the performance of a machine or robot, but every human being has the ability to direct the self ( self-direction ) and self-control ( self-control ), which are cognitive, and therefore he could reject the response if he does not want, such as fatigue or contrary to conscience, and human learning are analogous to animal behavior is very difficult to accept, given the striking differences in the physical and psychological character between humans and animals. [2] It is can be identified as a weakness of the theory of behaviorism.
Of the weaknesses found in behaviorism theory can be taken to a question, "What efforts will be made by experts in educational psychology in addressing the weaknesses of the theory?'' The reality is very important to be discussed in this paper.
For that discussion paper draws to uncover these problems. Based on the writings in the literature, it was found that the experts have discovered new theories about learning the theory of cognitive learning and thinking to convince the sake of development and progress of the learning process as a continuation of the theory of behaviorism.
Further departing from the background of the above problems, this paper were titled "Cognitive Learning Theory "
B. Problem Formulation
Formulation of the problem that we adopted in this paper are:
1. How do Cognitive learning theory is that?
2. Who figures Cognitive learning theory is that?
C. Purpose
The purpose of writing this paper is that we can explain / describe:
1. views about cognitive learning theory
2. figures Cognitive learning theory
CHAPTER II
DISCUSSION
A. Cognitive Learning Theory outlook
Unlike learning by behavioris____dimana perspective of human behavior is subject to confirmation and punishment [3] ____pada cognitive perspective [4] apparently encountered individuals actually planned the response behavior, using a variety of ways that can help him to remember and manage knowledge in a unique and more meaningful. theory learning that comes from the flow of psychology cognitive is examining how people think , learn concepts and problem solving . Things to be discussed in relation to the learning theory is about the kind of knowledge and memory .
1. Type of Knowledge
According to a recent cognitive approaches, the most important element in the learning process is the knowledge possessed by each individual to the learning situation. In other words what we already know will determine what will be a concern, perceived, learned, remembered or forgotten. Knowledge is not only the result of the previous study, but also will guide subsequent learning. Cognitive perspective divides knowledge into three types, namely:
a. Declarative knowledge is knowledge that can be declared generally in the form of words or short conceptual knowledge. For example, knowledge of the facts (eg, the earth revolves around the sun in a certain period of time), generalization (any object thrown into the air will fall to earth because of the force of gravity), personal experience (what is taught by science teachers are nice) or rules (to perform the operations of addition and subtraction in the numerator must equal fractional advance).
b. Procedural knowledge is knowledge of the steps that must be done for example in terms of the division of the number-and the way we drive a bike, simply "know-how". For example, states in the process of addition or subtraction fractions showed declarative knowledge, but if students are able to do these calculations he already had procedural knowledge. Teachers and students are able to solve problems through a specific formula or translate English text. Just as students are able to swim in a certain style, then he's already mastered the procedural knowledge that.
c. Conditional Knowledge, Knowledge is knowledge in terms of "when and why" declarative and procedural knowledge used. Seperti.siswa should be able to identify in advance what to wear equation ( declarative knowledge ) before doing the calculation process (procedural knowledge ). This conditional knowledge becomes an important thing the student, since it determines the use of concepts and proper procedures. Sometimes students know the facts and can perform a specific problem-solving procedures, but unfortunately apply at times and places that are less precise.
2. Information Processing Model
To use the above three types of knowledge, of course, we should be able to remember it well. The next thing to learn the theory discussed in the perspective of cognitive it is about how people remember and what part of the working memory in the process of thinking in problem solving. Model of information processing is one of the models from the perspective of learning theory that describes human memory works in accordance with the analogy of a computer , which includes three different kinds of memory storage systems: sensory memory , working memory and long term memory.
a. Sensory memory is a system that quickly recall stimuli perception analysis can occur.
b.Working memory or short-term memory, storing five to nine of information at one time to about 20 seconds, long enough for the processing of information occurs. The information encoded ( decoded) as well as the perception of the individual will determine what needs to be kept in working memory.
c. Long-term memory store huge information in a long time. information in it is stored in the form of both verbal and visual.
Sensory memory is a system that works in real time through the senses in which we give meaning to the stimuli coming called perception. meaning given derived from objective reality and of our previous knowledge. For example, the symbol 'l' will be perceived as a particular alphabet letters if we classify them in order of j, k. l, m, but in different occasions such as l, 2, 3, 4 then the same symbol means number one. Memory sensory stimuli will capture and perceiving, or give meaning, in which case 'l' context and our knowledge will determine the meaning to be given to someone who has no knowledge of numbers or letters, then it is probably not meaningful symbol whatsoever. For example, the text that you see now will be perceived differently by others who do not understand Indonesian or the illiterate, though his eyes saw a row of symbols the same as you;-and when we read the kanji of Japanese-language newspaper, which we do not have the ability to understand. Sensory memory is not only working for the symbols but also in terms of color, movement, sound, smell, temperature, and others all of which must be perceived simultaneously. However, due to limited capacity, we can only focus on some stimuli only and deny the other. This suggests that attention is selective , in other wordswhen attention is needed , other stimuli normally be rejected .
Attention is the first stage in learning. Students are not able to understand what they do not recognize or can not be perceived. Of course, many factors that affect students' attention.Another way is through the treatment of words spoken or written by a teacher with a contrasting color, underlined or marked; calls students at random, to surprise the students, asking challenging, providing a problematic issue, changing teaching methods and tasks, change the frequency jedanya sound and will help attract the attention of students.
Working Memory
When the stimulus is perceived and converted into an image or sound pattern, the information obtained to be available for further processing. working memory is the place where the new information is , and coupled with the knowledge that comes from long-term memory. capacity of working memory is very limited, from a variety of experimental capacity that can be stored for about five to nine new thing at a time. One of seven decimal number can be remembered by the average adult human, but things are different when told to remember two numbers (14 decimal). You can not call a second number to the limited capacity of working memory. Another thing of working memory is the time he used was only about 5 to 20 seconds. But even so, time is very pretty example to remember and understand what you read in the beginning of this sentence before reaching the end of a sentence. Without working memory, we can not understand the wording of one sentence and the joint between adjacent sentences.Due to the limited memory a little and it works, then this type of memory must be kept switched on, if not, the information gained is lost. So that what may be remembered longer than 20 seconds, most people use certain strategies to remember. way first is exercise strategythat is divided into management and elaboratif . practice management is done by repetition of information in your mind. As long as you continue to repeat information, it it will be in working memory. This method may be useful to remember something, like a phone number, which is then to be used, and once again it was not worth remembering. way elaboratif practice is to connect something new to what is already known, that information is already contained in long-term memory. Elaboratif Exercise not only increases working memory, but it helps move information into short-term memory long-term memory. A second way is by grouping ( chunking ) is used to overcome the limited capacity of working memory. The number of bits rather than the size of each bit___adalah informasi__ the limitations of working memory. We can recall more information if it can classify every bit a unit of meaning. A row of six numbers like 1, 5, 1, 8, 2, and 0 will be easier to remember in the form of two digits (15, 18 and 20) or three digits (151, 820). If done this way, then we just need to remember only two or three pieces of information at a time rather than six.
Long-Term Memory
Information into working memory quickly, but to be stored in long term memory, requires certain businesses. in long-term memory is, different information is stored and linked in the form of images and schematics, a pattern data structure that allows us to incorporate highly complex information large, making conclusions and understand new information . When the capacity of working memory is very limited, long-term memory can be said to be almost limitless. Most of us have never compute capacity, and when the information is stored securely, will still be there in the infinite. Theoretically, although we were able to remember as much as we want, but the challenge it is called, is getting the right information as you wish. Access to information requires time and effort, because we have to look for it in the vast ocean of information in long-term memory, and the information that is rarely used will usually be more difficult to find. There are three types of long-term memory , namely episodic [5] , procedural, [6] and semantics [7] . To call and add information in long-term memory, we assisted with the elaboration of [8] , organization [9] and the use of context. [10]
Cognitive learning psychology says that human behavior is not determined by the stimulus that are beyond him , but by a factor that is in itself . Internal factors in the form ofthe ability or potential to work to get to know the outside world , and with the introduction of that man is able to provide a response to the stimulus . Based on the view that cognitive psychological theories view learning as a process of cognitive functioning elements, especially the mind, to be able to know and understand the stimuli that come from outside. In other words, human learning activities specified in the internal process of thinking that is processing the information. [11]
Cognitive learning theory is a theory of learning that are more concerned with the process than the result of learning itself. For adherents of this school, learning not only involves the relationship between stimulus and response. But more than that, learning involves a very complex thought processes. [12] In the early days of the introduction of this theory, the experts try to explain how students process the stimulus, and how students can get to a particular response (effect of flow behavior is still visible here). however, gradually began to shift attention. currently focused their attention on the process of how a new science assimilated into the science that had previously been occupied by students. According to this theory, knowledge is built in an individual through the process of interaction sustainable with the environment. [13] In practice, this theory among others manifest in "stages of development" proposed by Jean Piagiet, "meaningful learning" her Ausubel, and "discovery learning is free" ( free discovery learning ) by Jerome Bruner .
In the perspective of cognitive psychology, learning in principle is a mental event, not the event is jasmaniah___meskipun behavioral__yang things that are behaviorally more obvious in almost every incident of student learning. [14] The approach of cognitive psychology emphasizes the importance of internal processes, human mental. In view of cognitive experts, human behavior appear, can not be measured and explained without involving mental processes, such as motivation, intent, beliefs and so on. [15]
Although the cognitive approach [16] is often contrasted with the approach behavioristik, does not mean anti cognitive approach to flow behavioristik. [17]
B. Characters Cognitive Learning Theory
1. PIAGIET
According to Jean Piagiet, that learning is actually composed of three stages, namely:
a. Assimilation is the process of unification (integration) of new information into existing cognitive structures in the minds of students. For example, for students who are learning the principles of addition, if the teacher introduces the principle of multiplication, the process of integrating the principles of addition (which already exists in the mind of the student), the principle of multiplication (the new information) is called assimilation.
b. Accommodation is the adjustment of cognitive structures to new situations. For example, if students are given about the product, it means the use (application) multiplication principles in new situations and specific it is called accommodation.
c. Equilibrasi (balancing) the continuous adjustment between assimilation and accommodation. For example, so that students can continue to develop and add to their knowledge, it is concerned to maintain stability in his mental process that requires balancing between "the world" and the "outside world".
The learning process experienced by a child at this stage is certainly another sensory motor experienced a child who has reached the second stage (pre-operational) and another who experienced other students who have reached a higher stage (kongrit operational and formal operational). So, in general, the higher a person's cognitive, more regular (and also the more abstract) berfikirnya way. [18]
Argued, too, that learning will be more successful when tailored to the stage of cognitive development of students. Learners should be given the opportunity to experiment with a physical object, which is supported by the interaction with peers and supported by insight from the teachers' questions. Teachers should provide plenty of excitement for the students to want to actively interact with the environment, search and find many things from the environment. [19]
2. Ausubel
According to Ausubel, students will learn well if the "regulatory progress (learning)" or advance organizer and presented well defined and appropriate to the students.Regulatory progress of learning is the concept that embodies or general information (include) all the contents of the lessons that will be taught to students. David Ausubel is one of the prominent cognitive psychologist who found that student success is largely determined by the significance of teaching materials studied. Ausubel uses the term "information control" ( advance organizers ) in the presentation of information learned learners to learn to be meaningful. Further it is said that "regulatory information" consisted of verbal material on the one hand, some is something that has been known to the students on the other. thus learn the key to successlies in the significance of teaching materials received or learned by the students.. Ausubel not agree with the opinion that the activities of b elajar discovery more meaningful than learning. With ceramahpun provided that the information is meaningful to the students, especially the presentation will systematically study the results obtained are good also. Ausubel identified four possible types oflearning, namely (1) the discovery of meaningful learning, (2) meaningful learning with lectures, (3) Learning with a non-significant findings, and (4) learning with lectures that are not meaningful. He found even memorize opposite wa berma kna , because learning by rote, students can not associate the information obtained with the knowledge he had. thus that learning will be more successful if the material being studied significantly. [20]
3. Bruner
According to Brunner, learning should be able to create a situation so that students can learn from yourself through experience and experimentation to discover new knowledge and skills peculiar to it. From the perspective ofcognitive psychology, that means deemed effective to improve the quality ofeducational output is the development of programs learning to the learner intellectually optimize mental involvement at every level of learning. As recommended Merrill , the levels that move from stage to remember , continue toapply , to the stage of discovery concepts , procedures or new principles in the field of scientific discipline or skill that is being studied . [21]
In learning theory , Jerome Bruner found that the activities of learning and creative will run well if the students can find themselves a set 's or a particular conclusion. Bruner In this case differentiate into three phases. The three stages are: (1) phase information, which is an early stage to acquire new knowledge or experience, (2) transformation stage, the stage to understand, digest and analyze and transform new knowledge in a new form that may be useful for other things , and (3) evaluation, which is to determine whether the results of the transformation in the second stage was true or not. Bruner questioned sebera pa lot of information is needed in order to be transformed. need to know, not only that but also there are four educational themes, namely: ( 1) noted the importance of the knowledge structure, (2) readiness ( readiness ) student learning, (3) the value of intuition in the educational process with intuition, (4) motivation or desire for student learning, and Curu to motivate them.
Thus Bruner asserts that any subject can be taught effectively with intellectual honesty k epada children, even in any stage of development. Bruner assume thatkecilpun children will be able to overcome the problem, provided that the curriculum contains themes of life, which is conceptualized to answer three questions. Based on the above description, learning theory Bruner can be concluded that, in the learning process, there are three stages, namely information, transformation, and evaluation. Lama or absence of each stage is influenced by several factors, including a lot of information, motivation, and interests of students. [22]
Bruner also view learning as an " instrumental conceptualisme "which implies the existence of the universe as reality, only in the human mind. Therefore, the human mind can build mental images corresponding to general thoughts on the concept of a special nature. [23] The person's cognitive abilities get older, the more independent a person to respond to stimuli encountered . Developments that much depends on one's internalization of events into a storage system according to aspects of the environment as input. learning theory of cognitive psychology to focus their attention to how individuals can develop cognitive functioning so that they can learn to the maximum. cognitive factors for cognitive learning theory is a factor The first and foremost need to be developed by teachers in membelajarkan learners, because the ability of learners is influenced by the extent of cognitive function for learners to develop optimally and optimally via the touch of the educational process. [24]
The teacher's role in cognitive psychology is how to develop the cognitive potential that exist in each learner . If the cognitive potential that exist in each learner has been able to function and be actual education process in the schools, the students will know and understand and master the subject matter learned in school through classroom teaching and learning process. [25]
Bloom and Krathwohl shows what might be invaded (learned) by the students, which is covered in the three areas are: Cognitive. Cognitive consists of six levels, namely:
1. Knowledge (remember, memorize),
2. Understanding (interpreting),
3. Application / implementation (using concepts to solve a problem),
4. Analysis (describing a concept),
5. Synthesis (combining parts into a conceptual whole concept),
6. Evaluation (comparing values, ideas, methods, etc.). [26]
Therefore, the experts studied the theory of cognitive psychology has found that one of the main factors that affect the success of the learning process in the classroom is the cognitive factors that are owned by learners. Cognitive factors is the window for the entry of a variety of learners knowledge acquired through self-learning and group learning activities. [27]
CHAPTER III
CLOSING
A. Conclusion
From the discussion of cognitive learning theory we can conclude the following:
a. Cognitive Learning Theory is the view:
a. important element in the process of learning is the knowledge possessed by each individual .
b. Human behavior is not determined by the stimulus that are beyond him ,but by a factor that is in itself ..
c. Learning as the functioning of the elements of cognition, especially the mind, to be able to know and understand the stimuli that come from outside.In other words, human learning activities specified in the internal process of thinking that is processing information.
d. Studying in principle is a mental event, not the event is jasmaniah___meskipun behavioral__yang things that are behaviorally more obvious in almost every incident of student learning.
e. Cognitive learning theory emphasizes the importance of internal processes, human mental. Human behavior appears, can not be measured and explained without involving mental processes, such as motivation, intent, beliefs and so on.
b. Characters Cognitive Learning Theory is:
a. Piagiet
b. Ausubel
c. Bruner
B. Suggestion
Should cognitive knowledge students need to be studied in depth by the prospective teachers and teachers for the success of the learning process in the classroom.Without knowledge of the cognitive students, teachers will have difficulty in membelajarkannya in class, which in turn affects the poor quality of the educational process conducted by the teacher in the classroom. Because the cognitive factors that are owned by the students is one of the main factors that affect the success of the learning process in the classroom. Cognitive factors are the windows to the introduction of student knowledge through learning activities both independently and in groups.
REFERENCES
Hadith, Abdul, Psychology in Education . Bandung: Alfabeta, 2006.
Shah, Muhibbin, Psychology Education With New Approach . Bandung: PT. PT. Remaja Rosda Karya,, 1997.
Uno, Hamzah B., New Orientation in Psychology of Learning . Jakarta: PT. Earth Literacy, 2006.
Winkel, WS, Psychology Teaching cet. 6 . Yogyakarta: Timeless Media, 2004.
http://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
http://fisikaumm.blogspot.com/2009/01/psikologi-pembelajaran-kognitif.html
http://neozonk.blogspot.com/2008/02/teori-belajar.html
[1] Muhibbin Shah, Psychology Education With New Approach (Bandung: PT. Remaja Rosda Karya, 1997), 110.
[2] Ibid.
[3] view of behaviorism, which said that a student of any age will be keen to learn, if given a reward (stimulus / stimulus), the tangible material applied to him or a punishment, it should be said to have an overly simplistic. Indeed, the expectation would be awarded to encourage students to learn, but not necessarily appropriate that students be motivated to learn, that learning for its own development, there is even the possibility that students will reduce the effort of learning, if present in the form of matter that has no meaning anymore him. Similarly, students who have been punished several times for lack of diligent, not necessarily going to improve its business, it can even happen the other way around. Students might learn something unexpected, namely simultaneously hating teachers and learning materials. Then, using a tangible material reward and punishment properly, requires consideration of the positive and negative effects. See the WS Winkel, Psychology Teaching cet. 6 (New York: Timeless Media, 2004), 3. Among the weaknesses of this theory are: 1. The learning process can be observed directly, but learning is a process of mental activity that can not be seen from outside but most of the symptoms., 2. Learning process is automatic-mechanical, so it seemed like a motion machines and robots, but every student has self-direction (the ability to direct the self) and self control (self-control), which are cognitive, and therefore he could reject the response if he does not want, such as fatigue or contrary to conscience, 3. Human learning are analogous to animal behavior is very difficult to accept, given the striking differences in the physical and psychological character between humans and animals. See the Muhibbin Shah, Educational Psychology with a New Approach (New York: PT. Adolescent Rosda Work, 1997), 110.
[4] The view kognitivis highlight the role of faith, purpose, interpretation, expectations, interests, abilities , and so forth. This view underlines what is going on within subjects dealing with various events and experiences. People do not automatically react to stimuli as if they were a machine, but reacted to their interpretation of that stimulus. In the interpretation embodied cognitive elements such as interpretation, confidence, goal setting, estimates of the probability of success, as well as the assessment of their own ability to pursue a goal. For example, a student who is concentrating fully on a project study should not immediately look all that food began to feel hungry, but can be put off eating until the project is completed.Another example, a high school student does not have to just starting to read a book after being given the task by the teacher, but he can learn on their own initiative , because they thought that certain subjects should be deepened and she was able to it. So, basically the content of the interpretation given to stimuli from outside or from within that containing motivational power. In accordance with the views kognitivis, people mainly seen as a source of motivation itself by mental activity in her mind, so it was moved to start a particular activity, persist in the activity and aimed to achieve a goal . Ibid ., 172.
[5] Episodic memory is kind of related information on the specific time and place, especially the memory of a personal nature. This type of memory is organized, for example, we can tell the details of the conversation, or the course of the story of the film. See thehttp://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
[6] procedural memory is memory that relates to how to do something. See thehttp://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
[7] Semantic memory is memory for the understanding, the memory for the concepts, principles and their relationship, two things that are stored in memory is called the image semantics and schema. The image is a representation that is based on visual perception of the structure of information. At a certain moment we form the image we remember or re-create the physical characteristics and spatial structure of the information. Images can be useful for example in developing practical decision how to put a table in one room or in the travel lane going to one location. While the scheme is abstract knowledge structures that organize large amounts of information. Scheme is a guide to understanding the patterns or events, concepts or skills. See the http://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
[8] Elaboration is giving new meaning to infrormasi by connecting with existing knowledge.In other words, we apply the existing scheme and describe the prior knowledge to form a new understanding when we refine existing knowledge. Sometimes elaboration happens automatically, for example when teachers received new info about the experience already understood, then he will immediately activate the existing knowledge and provide a better understanding and complete. The information elaborated when first studied, it is easy to be called for the elaboration of working memory activation is a form that makes the information continues to be stored in the active long-term memory. Elaboration also building additional relationships in the knowledge they already possess. The more information connecting it with other, more available road map to follow in finding the original source of knowledge. The more often an individual to elaborate new ideas, then he will make it with his own language that he caused the better understanding of knowledge. We assist students in the elaboration by asking them to write down the information according to the words which they set themselves or by making a relevant example. The opposite can happen, when students perform elaborate new information by connecting it to things that are not right and develop explanations of ambiguous, then this misconception will be stored and kept in mind by the student. See thehttp://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
[9] Organization of knowledge also increases learning. Teaching materials are well organized will certainly be easier to learn than a disorganized, especially when the information in it is also complex. Putting the concept of a structure to help you learn and remember both for common definitions and specific examples. See the http://deceng.wordpress.com/2008/06/09/teori-belajar-kognitif/
[10] The context is the other elements of the process that affect learning. Physical and emotional aspects of the context of other information degan studied simultaneously. When you try to remember the information, it would help if there was a context similar to the conditions we get the information. So conditioned atmosphere test before the real test will affect improve performance. Of course we can not always go to the same place when I started to understand a thing, but if you can describe it mentally, it can improve memory. Seehttp://deceng.wordpress.com/2008/06/09/teori- learning and cognitive /
[11] http://fisikaumm.blogspot.com/2009/01/psikologi-pembelajaran-kognitif.html
[12] Hamzah B. Uno, a New Orientation in Psychology of Learning (Jakarta: PT. Earth Literacy, 2006), 10.
[13] The process is not running in broken, fragmented, but through a process flow, in a row, overall. Like a person who plays music, one does not "understand" beam notes posted on the scores as independent of the other information, stand-alone, but as an integral whole into the thoughts and feelings. As well as you read this article, not alphabet-alphabet isolated that can be absorbed and chewed in mind, but it is a word, sentence, paragraph all of which seemed to be a single, flowing, simultaneously raided in total. See the Hamzah B. Uno, New Orientation ..., 10.
[14] Outwardly, a child who is learning to read and write, for example, would use this jasmaniah__dalam mouth and hands to say the word and his pen. However, the behavior and put pen to say that such children do not merely respond to stimuli that exist, but more importantly because of a mental boost regulated by the brain. See the Muhibbin Shah, Psychology ..., 111.
[15] Ibid.
[16] According to the flow of cognitive, learning is an internal process that can not be observed directly. Changes in behavior of someone who looks really just a reflection of changes in internalization of self-perception of something that is being observed and thinking. While the function of the stimulus coming from the outside, responded as activator working memory brain to form and develop the cognitive structures through a process of assimilation and accommodation are continuously updated, so there will always be something new in the memory of the end of each learning activity. See the Hamzah B. Uno, New Orientation ..., 53.
[17] Just, according to experts in cognitive psychology, behaviorism flow was incomplete as a theory of psychology, for not paying attention to a dimension of mental processes such as thinking the realm of copyright, consider options and make decisions. In addition, the flow of behaviorism did not want to know the affairs of the realm of sense. Among the principal theories behavioristik belief is that every human child born without inheritance of intelligence, inherited talents, feelings and other abstract heritage. All the skill, intelligence, and even the new feeling arose after human contact with the natural environment, especially education. That is, an individual human being can be smart, skilled and compassionate individuals that rely on educated. Other principal beliefs espoused by the behaviorists is the role of "reflex", ie, bodily reactions that are considered not require mental alertness. Whatever humans do, including learning activities is a mere reflex activity, namely the human reaction to stimuli that exist. These reflexes would be if trained skills and habits are controlled by humans. Thus, the learning event a student by the behaviorists are trained reflexes events in such a way that it becomes a habit that controlled student. See the Muhibbin Shah, Psychology ..., 111-112. In the perspective of cognitive psychology, learning events portrayed like that is naive (too simple and not unreasonable) and psychologically difficult to be justified. As an argument earlier criticism of the behaviorist view is: First, it can not be denied that the practice generally impacting student learning. A student will typically copy the lesson, as well as a habit. Hand gestures and pen scratches the student is so smooth because it has been used to write since the first year of school. However, keep in mind that before the students had to copy the lesson in the way he usually did, he would first make a decision whether it will copy the lesson now, later, or not at all.Thus, the habit may serve as executors of copying activity lesson from beginning to end, while the "decision" serves to define the start of lessons by students copying activities with the habit that he had mastered. decision is certainly not a behavioral event but a mental event the students themselves. Secondly , habit of learning a student can be excluded by the will ofthe students themselves. Examples according to the custom, a student studying in the library all day chewing. But when it came time fast during Ramadan he only learned half a day with no chewing. In this case, the reduction in the allocation of study time and the cessation of the habit of chewing gum is because of the willingness of students were performing fasting. The willingness of students is certainly not behavior but rather behavioral mental events (conative), although outwardly a willingness to accept the consequences of behavior is behavioral. And from the description of the examples above, it is clear that the learned behavior that, in almost all its forms and manifestations, not just events SR Bond (bond between stimulus and response)but greater involvement of cognitive processes . Ibid., 111-113.
[18] Hamzah B. Uno, New Orientation ..., 11.
[19] http://neozonk.blogspot.com/2008/02/teori-belajar.htm l
[20] http://fisikaumm.blogspot.com/2009/01/psikologi-pembelajaran-kognitif.html
[21] Hamzah B. Uno, New Orientation ..., 54.
[22] http://fisikaumm.blogspot.com/2009/01/psikologi-pembelajaran-kognitif.html
[23] Abdul Hadis, Psychology in Education (New York: Alfabeta, 2006), 69.
[24] Ibid.
[25] Ibid.
[26] Hamzah B. New Orientation ..., 14.
[27] Abdul Hadis, Psychology In ..., 70.